The course of study (2018) has been revised in our school education, and active learning type lessons (AL) has been brought to attention in the revision. This learning emphasizes the deepening of the quality of learning which takes advantage of knowledge and skills in real life. If you look at the status of AL in higher education, there are too many cases where teachers have assembled their own learning process without foundation and no teaching plan present. Particularly, T.T (team teaching) conducted by multiple teachers in teams is a matter of poor efficiency because of the weak common understanding among faculty members.
We take the issue of AL from two perspectives. One is the rationale for AL learning process. It is necessary to present examples of learning processes that many teachers can share. AL is a learning method, not a purpose. We think that the aim is "training of knowledge composition and creation" if the purpose is "subjective, interactive and deep learning". Therefore, it is necessary to present a learning process model backed up by the theory for verifying the relationship. Another is guarantee of quality in AL. This learning requires autonomy and cooperation of students. Moreover, teachers need to acquire techniques and methods for intervention and awareness. Teachers need to change teaching, not to teach but to support as a basic attitude. The facilitation will draw attention as a teaching method that emphasizes this viewpoint. This facilitation has developed mainly in the business field. In recent years, the concept has been finally recognized and adopted as teacher training etc. However, the definition in each field becomes ambiguous and a problem occurs as facilitation generalizes. We think that application to the current learning field incorporates only the superficial essence of facilitation in the business field.
In this research, we approached the instructional design of "facilitation enabled active learning (FEAL)" from the viewpoint of knowledge management. We developed the FEAL lesson model and FDM (facilitation design matrix) from the fundamental elements of learning facilitation (process design, process management, conflict management). On that basis, we discussed the learning facilitation skills required by teachers.
Now, it is under way education, which learn from various viewpoints while interacting with asking themselves in globalization. In addition, "New Course of Study (2018)" presented as a concrete measure. It stated active learning type lessons (AL), which teach through discussion and experiences. We think that its significance is in "fostering knowledge composition / knowledge creation". That is what we should not forget that is not a school or faculty to promote AL but a student himself.
There is a role of faculty members and improvement of lessons follow up as a support to lead students for further deep learning. Pair and group learning will noticed for its realization. We approached from the relationship of "Socialization" in the SECI model of knowledge management and group learning. It is effective to utilize techniques that are said to have more than 300 in the world as for the concrete activities of this group learning. The reason is that the process is designed beforehand,and the outputs are easy to predict. These are called "wisdom of the predecessor" and have been utilized mainly in business circles. That name is simply called tool ,communication tool ,thinking tool ,judgment tool ,expression tool, framework ,and so on. Also, they vary according to purpose and theme. Therefore, it is in an unorganized state because of the flooding of words. This is a serious problem in the way of group learning in the future.
In this research, we approach from the activity to realize the fundamental elements of facilitation (process design, process management, conflict management). And we set as "Learning Activities" what can specialize in learning among all these techniques. And we classified them from various angles and developed as "Activity Program(AP)" what raised creative thinking. Furthermore, we validated its from the perspective of the psychomotor region of Bloom-Taxonomy.
Now, it is attracting attention education of group learning in active learning type lessons (AL). In addition, it is urgent issues the degree of class contribution and the formation method. In particular, the degree of class contribution differs according to the teaching method of the school, subjects and teachers. Therefore, its position is ambiguous, and many students have doubts on the content of evaluation. The leaving this condition leads to stagnation of AL.
In this paper, we aimed to visualize group learning and constructed a group formation support system based on the class contribution method from program development. Specifically, we analyzed occurrence frequency and co-occurrence correlation from student questionnaire by text mining and extracted main evaluation items． The class contribution calculated while conducting a pair comparison between evaluation items and alternative plans by AHP. Then, we applied class contribution to group formation and carried out class practice. As a result, we report on the effectiveness of the proposal formation method (class contribution method, option method) of this research than conventional formulation method (ability method, ability average method).